e particular rearch on body language,which increasingly drew much attention of educators,artists,psychologist,etc. For example,Gao Shenying and Li Jiequn deeply analyzed body language in some articles,such as The Magic of Body Language ,General Introduction to Nonlinguistic Communication and so on. Besides,teachers’ body language began to win public concerns. In the early 1990s,some well–known periodicals,for instance,Comments on Education and Education and Science issued some primary essays on body language used by teachers(ZhouPengsheng,2006:26-27). In 1993,together with Li Zhencun,Zhuang Jinying wrote The Art of Teachers’ Body Language,which studied teachers’ body language thoroughly and systematically. Since then,some teachers working on the education front stage have done many a study on body language’s merits,relationship between body language and teaching,and applying skills of body language. Take Yao Guofen’s Basic English Education for example,in the book the author put emphasis on emotional communication between teachers and students in English class in primary school. 本
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英语论文网www.51lunwen.org整理提供Yet all those studies focused on the application of teachers’ body language,that is,only discussing the issue from one aspect but rarely paying attention to the interaction between teachers and students. The case is true of primary school,for less studies were done on pupils’ body language and interactions between teachers and students .
III.The application of body language in English teaching in primary School
A..The accessibility and necessity of applying body language to English teaching in primary school
1.The accessibility
As the subject of learning,pupils are of shape psychological and physiological features,and body language is of distinctive functions,which makes body language suit pupils. Thus,in class the application of body language is accessible.
a. Pupils’characteristics
Firstly,pupils attention is unstable and impersistent. Moreover,it is rather related to their interest. Only when the matter is vivid,particular and novel,will pupils pay much attention to it. Conversely,they will be absent-minded. Secondly,as the main form,the concrete thinking in image increacingly changes into the abstract thinking in logic,which is the fundamental characteristic of pupils mental development. However,the abstract thinking in logic is closely linked to perceptual experience(Zhu Zhixian,2003:323). For example,as for “big”and “small”,the two words are distinguished by pupils’ direct sense for real objects. Thirdly,pupils are not good at making sense of their emotion,mainly tied with their study life. Lastly,pupils’ memory is unconscious,special and inflexible. As time goes, their abstract memory generally takes shape.
b. Body language’s functions
Different people have different views of body language’s functions. American scholar M. Argle remarked,“Body language’s functions fall into three aspects:social context,supplementing linguistic communication and the substitute for linguistic communication.” (Zhou Pengsheng,2006:29)Hu Wenzhong believed,“Body language has five general functions:repetition, complement,substitute,adjustment and judgement. However,from my point of view,body language mainly owns four functions,i.e.,the substitute function,the subsidiary,the adjustable and the reflective function. Take the reflective function for example,if the content introducted exceeds the degree of pupils’absobing,they wi
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